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Record Nr. |
UNINA9910791175003321 |
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Titolo |
Investigating participant structures in the context of science instruction/ / editors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza |
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Pubbl/distr/stampa |
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[London] : , : Lawrence Erlbaum Associates, Inc. : , : Routledge, , 2004 |
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ISBN |
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1-135-47929-1 |
1-138-46025-7 |
1-315-04598-2 |
1-135-47922-4 |
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Descrizione fisica |
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1 online resource (222 p.) |
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Collana |
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Cognition and Instruction, , 0737-0008 ; ; Volume 22, Number 4 |
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Altri autori (Persone) |
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DuschlRichard A <1951-> (Richard Alan) |
LehrerRichard |
PalincsarAnnemarie Sullivan |
PlazaKara |
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Disciplina |
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Soggetti |
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Cognition in children |
Learning |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters. |
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Nota di contenuto |
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Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings |
Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as |
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Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding |
Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims |
Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse |
What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts |
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Sommario/riassunto |
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First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
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